Teaching Workload and Burnout Experiences among the Elementary School Teachers of Talakag-I District

Abstract

Teaching is a rewarding yet challenging profession. Teachers may experience burnout as a result of long hours and a heavy workload. The study aimed to determine the level of respondents' teaching workload and burnout experiences in Talakag I District, Division of Bukidnon. Specifically, it sought to: 1) find the respondents level of teaching workload based on perceptions, teaching workload, academic workload, non-academic workload, and teaching performance; 2) assess the respondents burnout experiences in terms of career-related stress, perceived administrative support, coping with job-related stress, and attitude toward learners; and 3) determine the significant relationship between the teachers' level of workload and their burnout experiences. The respondents of the study were the two hundred (200) public elementary school teachers in the schools, where this study was conducted. This study made use of descriptive correlational method of research. Further, descriptive statistics such frequency, percentage, mean, standard deviation were used to describe the variable in the study. Pearson Product Moment Correlation (r) was used to determine the significant relationship between teacher's workload and their burnout experiences.The findings of the study revealed that the respondents' level of teaching workload is very high. Further, the respondent's assessment of their burnout experiences is highly manifested. There is a significant relationship between the respondent's teaching workload and their burnout experiences. Administrators play an important role in preventing burnout caused by non-academic workload of teachers. It is recommended that school administrators should look into the hiring of non-teaching personnel to manage the ancillary coordinatorship and to lessen the burden and strain that teachers experience daily.